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DEPARTMENT OF EDUCATION 

THE CITY OF NEW YORK 



SIXTEENTH ANNUAL 
REPORT 



OF THE 



CITY SUPERINTENDENT 
OF SCHOOLS 

1913-1914 



REPORTS ON HIGH SCHOOLS 

FOR THE 

YEAR ENDING JULY 31, 1914 



PRESENTED TO THE BOARD OF EDUCATION 
ON NOVEMBER 25, 1914 

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DEPARTMENT OF EDUCATION 

THE CITY OF NEW YORK iStxaJ, dlJ* 

M 



SIXTEENTH ANNUAL 
REPORT 

OF THE 

CITY SUPERINTENDENT 
OF SCHOOLS 

1913-1914 



REPORTS ON HIGH SCHOOLS 

FOR THE 

YEAR ENDING JULY 3i, 1914 



PRESENTED TO THE BOARD OF EDUCATION 
ON NOVEMBER 25, 1914 



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TABLE OF CONTENTS 



PAGE 

Letter of Transmittal 4 

Report of Division Superintendent Meeeney 5-37 

Admission of pupils to High School 5-7 

Instruction of first year pupils 7 

Report of Committee on First Term Students 7-15 

A grouping plan suggested for High School courses of study.. 15-18 

Comments on the groups 18-20 

Classification of students ,20-21 

Rating of teachers 21^-22 

Superior merit 23-24 

Courses of study for girls in High Schools 24—25 

Syllabuses in Physics and in Chemistry 25 

Course in Household Science and Art 26 

Syllabus in Biology 26 

Commercial branches in High Schools 26-27 

English in High Schools 27-28 

More time for teaching English 28-29 

The relation of English to other subjects 29-30 

The relation of the High Schools to the business associations 

and business activities of the city 30-32 

The Bachman Survey of the High Schools 32-33 

First Assistants 33-34 

Double sessions in High Schools 34-35 

The Shakespeare Anniversary 35 

Teachers in training 36 

Text-book list 36 

District Superintendent Bardwell 36-37 

Report oe District Superintendent Bardwele.. 38 

Problems of supervision 38-41 

Drawing and Art 41 

General Course of Study 41^2 

Pupils who fail early in the course 42 

Evening school pupils 42-43 

Libraries 43 

Report of Mr. Parker and Miss Hall 44-^6 

A librarian's duties 46-50 

New High Schools 51-52 

Growth of High Schools 52-60 

Examinations 60 



LETTER OF TRANSMITTAL 



New York, August 20, 1914. 

To the: Board of Education. 

Ladies and Gentlemen: 

The reports of Associate City Superintendent Meleney and 
District Superintendent Bardwell contained in this pamphlet are 
unusually full and complete and are of high significance. 

They not only record the growth of our high schools — a 
growth which is one of the most extraordinary phenomena of 
contemporary educational history — but state clearly and dis- 
tinctly the many questions in controversy with regard to the 
further development of tnese institutions. Only a careful reading 
of these reports will show how numerous and how complicated 
these questions are. 

Several of the problems discussed should have further investi- 
gation before conclusions are reached. When Mr. Meleney and 
Mr. Bardwell have expressed decided opinions I am happy to say 
that in the majority of instances I agree with them. In some 
cases, however, I have been obliged to express in footnotes my 
dissent from opinions expressed. 

No one can read these reports thoughtfully without reaching 
the conclusion that our high schools have grown steadily in num- 
ber of students and teachers, in physical accommodations and 
equipment, and in successful results, and that the problems which 
arise from and accompanying this growth are receiving broad, 
sane, and careful consideration. 

Respectfully yours, 

WILLIAM H. MAXWELL, 

City Superintendent. 



filGH SCHOOLS 

Report of Division Superintendent Meleney 

1913-1914 

MR. WILLIAM H. MAXWELL, 

City Superintendent of Schools. 

Dear Sir : 

In submitting my report of the work of the Committee on High 
Schools and Training Schools I must treat the subjects very 
briefly, because there is much ground to cover and the time 
at my disposal is limited. Extended discussion of the problems 
of high school administration and instruction which have en- 
gaged our attention is impossible in a report of this kind. Im- 
portant data submitted by principals and teachers in the form 
of reports and replies to inquiries are yet to be analyzed and 
summarized. The daily administration of matters demanding im- 
mediate attention and disposal has prevented the study that many 
of the problems require which I have been obliged to defer till 
the summer vacation. 

The long illness and death of our late associate, Dr. Edward L. 
Stevens, who ably performed the duties of chairman of this com- 
mittee for ten years, greatly retarded the disposal of many im- 
portant matters and threw the burden of the work upon the 
two remaining members. The value of his work and the esteem 
in which he was held by his colleagues was fittingly portrayed in 
resolutions adopted by the Board of Superintendents. 

admission of pupils to high school. 

At the beginning of the school year the Committee on By- 
Laws of the Board of Education called upon the Board of Supers 
intendents to report upon the method of admitting pupils to the 
high schools. A circular was sent to principals of high schools 



and elementary schools, setting forth the methods employed and 
several suggestions of other methods, and they were invited to 
meet the Board of Superintendents and members of the Board of 
Education in a conference to discuss the problem. Some of the 
high school principals advocated the examination of all pupils 
seeking admittance to high school. Others favored an examina- 
tion after admission and the segregation of those found to be 
poorly prepared. All the elementary school principals favored 
admission to high schools on certificate of graduation from ele- 
mentary schools. Many believed that pupils from public schools 
and from other schools should be treated alike. The concensus 
of opinion was that an investigation should be made and informa- 
tion gathered on all the points bearing on the question. The 
Board of Superintendents drew up a plan for investigating the 
scholarship of first year pupils in high schools. Reports were 
made by the principals of all the high schools on the results of 
the first term work of the last two classes admitted. Comparisons 
were made of the results of pupils admitted upon certificates of 
graduation from elementary schools and of pupils from other 
schools admitted by examination. Conferences were held with 
the superintendents of Parochial schools. They were informed 
of the scholarship results of their pupils. 

The Board of Superintendents made a report to the Board of 
Education and recommended a change in the By-Laws, which 
provided for the admission upon certificates of graduates from 
all schools, public and private, which were under expert author- 
ized supervision when the standard of scholarship and the courses 
of study are substantially equivalent to the grade of the public 
schools. 

After the middle of the term just closed similar reports of the 
scholarship of pupils who entered high school in September were 
sent to the district superintendents and the superintendents of 
parochial schools, and all were urged to make careful inspection 
of the schools and examinations of the graduating classes for the 
purpose of demanding as high standards as possible before grad- 
uation. / 



A summary of the number of pupils applying for admission to 
the high schools for the next term under this rule will be found 
in another part of this report. A plan has been devised to send 
individual reports of the scholarship of first term pupils to the 
principals of the schools from which they came. The purpose of 
this plan is to inform the principals of the work of their former 
pupils ; to encourage the continuance of the interest of the princi- 
pals in their pupils, and to bring the elementary schools and the 
high schools into closer relations. We have advised the princi- 
pals of the high schools to invite principals of elementary schools 
to conferences upon the work of the pupils and their prepara- 
tion for the studies in the high schools. 

INSTRUCTION OF FIRST YEAR PUPILS. 

I have had several conferences with the high school principals 
upon instruction of first year pupils, the organization of sections, 
the methods of teaching, the attention given by the teachers to 
the special needs of the pupils, and the adaptation of the work 
to their several abilities. At a meeting of the high school prin- 
cipals my suggestion of the appointment of a committee to take 
up this subject was approved. I appointed a committee of seven 
principals as follows : 

Charles D. Larkins, Manual Training H. S. ; Peter E. Dema- 
rest, Bryant H. S. ; John H. Denbigh, Morris H. S. ; William L. 
Felter, Girls H. S. ; W. B. Gunnison, Erasmus Hall H. S. ; Frank 
Rollins, Bushwick H. S. ; John L. Tildsley, DeWitt Clinton H. S. 

This committee held seven meetings and its report is appended. 

RKPORT OF COMMITTFF ON FIRST TFRM STUDENTS. 

MR. C. E. MELENEY, 

Associate City Superintendent in Charge of High Schools, 
New York City. 
Dear Sir: 

Your committee of seven principals of high schools, ap- 
pointed to consider the problem of the improvement of the 
scholarship of first term students, begs leave to report as follows: 



8 



I. That a number of questions proposed by you for con- 
sideration were thoroughly discussed at an early 
meeting of the committee and answers agreed upon 
as given below. 

Ques. 1 — Should new pupils in H. S. be classified into 
sections according to scholarship — 

(a) On records in elementary schools? 

(b) On tests given in high school? 

Answer — Action should be left to the principal. 

Ques. 2 — Should sections be reorganized after 6, 8, 
10, 12 weeks in order to modify the 
courses of instruction according to the 
ability of the pupils? 

Answer — There may be such reorganization when ad- 
visable. 

Ques. 3 — Should some sections be allowed to progress 
more slowly and more thoroughly and to 
take more than a term to complete a 
term's work? 

Answer — It is desirable, when possible, to organize 
some sections which may progress more 
slowly, than those completing the work at 
present laid out for a term, within that 
period. 

Ques. A — Should some sections be allowed to drop a 
subject of the course, or to double up on 
some other subject, i.e., take one or more 
extra periods of study or instruction? 

Answer— Students should be allowed to drop a subject 
of the course or to "double" some other 
subject whenever advisable in the judg- 
ment of the principal. 

Ques. 5 — Should pupils who are found deficient in 
studies of the high school course be re- 
viewed in studies of the grammar school? 
If so, what studies? 

Answer — Advisable in the cases of English and Mathe- 
matics. 



9 



Ques. 6 — Should the school day be lengthened to pro- 
vide extra study or instruction periods for 
the slower sections? 

Answer — Yes. 

Ques. 7 — Should the syllabuses in first year studies be 
modified to provide for less ground to be 
covered by some or all sections? 

Ques. 8 — Should this principle be applied to new sub- 
jects in other years of the course to enable 
pupils to make a stronger start in the 
subject? 

Answers (to 7-8) — Your committee is of the opinion 
that the work of the first term is not 
excessive in any subject; neither is the 
first term's work in any subject not begun 
in the first term, and that, therefore, it is 
not necessary to modify the syllabuses at 
present with that particular end in view. 
It is desirable, however, that teachers 
should in some cases proceed more slowly 
at first than is now their custom. 

Ques. 9 — Can any investigation be made to determine 
whether pupils leave H. S. during the first 
term for lack of personal interest in them 
on the part of the teachers? Or because 
they are subjected to too much pressure 
in their studies? 

Answer — An investigation by high school principals, if 
conducted for a long period of time, 
would be of value. 

Ques. 10 — Can any investigation be made to determine 
whether pupils leave H. S. because they 
are located in annexes. 

Answer — The investigation alluded to in Question 9 
would cover this. 

Ques. 11 — Would it be better to admit all new pupils 
to the main building of a H. S. and to 
assign temporarily older classes to the 
annexes? 

Answer — No; vote, five to one. 



10 



Ques. 12 — Should the by-law which authorizes the dis- 
charge of pupils who have failed to com- 
plete a year's work in two years, etc., be 
abrogated? Or, if changed, should the 
age of the pupil be considered? 

Answer — No. 

Ques. 13 — The teachers of English in H. S. complain 
that their work is more difficult because 
they have so many different pupils to 
teach — some as many as 200, Can sections 
be assigned so as to reduce the number 
of different pupils? 

Answer — Yes, by increase of the teaching force. 

Ques. \A — Can the number of different pupils be re- 
duced in other subjects? 
Answer— Yes, by increase of the teaching force. 

Ques. 15 — Should new pupils be taught by substitutes 

or young teachers? 
Answer — Never, if avoidable. 

II. The committe recommends that the following be 
made one of the general regulations to be printed 
in the course of study : 

When a principal of a high school has ascer- 
tained that a student of the first year is failing, he 
shall place such student in a special class or other- 
wise provide such work as may be adapted to his 
needs and capacity. 

In connection with the above direction the com- 
mittee found that in the seven schools represented 
by its members and in the Boys High School the 
following seventeen (17) special methods of dealing 
with weak students are at present in use : 

(1) The segregation of groups of weak pupils. 

(2) Provision of lengthened time for the work gen- 

erally allowed one or two terms. 

(3) At the close of some particular marking period, 

dropping student's poorest subject and per- 
mitting him to proceed with a lighter pro- 
gram. 



11 



(4) Doubling the work in a weak subject, either by 

omitting one subject and so providing the 
necessary time, or by devoting study periods 
to it. 

(5) By the development of a scheme by which the 

bright pupils help the poorer ones. 

(6) A — Assistance of volunteer classes after school 

hours. 

B — Instruction of delinquent, compulsory classes, 
students reporting to their own teachers. 

C — Instruction of delinquents one day each week 
by grades, students of the same grade 
reporting to the same teacher, not neces- 
sarily their own. 

(7) Increasing the number of recitation periods in 

any particular subject by taking away study 
periods. 

(8) Classifying first term students according to the 

grammar school reports of their ability and 
adapting instruction to it. 

(9) Adoption of group instruction within a recita- 

tion section, so that to the brighter group 
about one-fourth of the time is devoted, and 
three-fourths to the duller students. 

(10) By having one teacher take a class in two sub- 

jects, so insuring a better knowledge of the 
individual capacity and needs of his stu- 
dents. 

(11) The abandonment of one prepared lesson in 

each subject each week, so that any given 
student has on four days of the school week 
only three lessons to prepare. 

(12) A student whose work during the first ten weeks 

is poor, and during the second ten weeks of 
term is good, is permitted to take an exami- 
nation for a new rating in the work of the 
first ten weeks, so enabling him to pass the 
whole term's work. 



12 



(13) To encourage good daily work, students making 

an average of 70% or better are exempted 
from final examination, but no boy failing 
in a mid-term examination is so exempted. 

(14) A student whose ratings for the term are good, 

with the single exception of those obtained 
in the mid-term examination, and who 
reaches a passing mark in the final examina- 
tion is permitted to substitute the mark ob- 
tained in that final examination for the 
mid-term rating. 

(15) A student repeating work who obtains a rating 

of 75 or 80% in the first half of the term is 
permitted to enter the next higher grade 
and to remain there so long as his work is 
satisfactory. 

(16 The use of a weekly report. 

(17 The use of a report from home as to the time 
spent upon study. 

III. Your committee considers that there are two classes 
of weak first term students for whom it is 
especially important to make provision. There are 

(a) A large group of boys and girls who will 

not succeed in the ordinary courses of 
study, and 

(b) A smaller group who would succeed if 

they were permitted to spend more time 
than one year upon the work as at 
present laid down for that length of 
time. 

For the first group the committee recommends 
segregation into special classes and the substitu- 
tion of the following course of study for the first 
year: 

English — Spelling, alphabetising, narration, de- 
scription both oral and written, letter writing, 
training in the statement and discussion of 
simple business propositions, preparation of 
matter for presentation to another person. 
6 hours per week. 



13 



Arithmetic — Fundamental operations drilled, in- 
terest by the short method, measurements and 
computations, mental work, solution of simple 
problems by analysis. 3 hours per week. 

Business Processes — Penmanship, business forms, 
simple accounts and office routine. 2 hours 
per week. 

Civics — Industries of New York City and mu- 
nicipal activities. 3 hours per week. 

Science — Biology or general elementary physical 
science adapted to first year. 5 periods per 
week. 

Drawing — Two periods per week. 
Music — One period per week. 

Physical Training — Two periods per week. 

Your committee believes that many students who 
are now gaining little or nothing in present first 
year courses would be greatly benefited by a year's 
training in the course suggested above, and that 
those taking it would make much more useful office 
and business assistants than the students who now 
leave high school after a term or a year spent in 
unsuccessful work in the general course. 

In an appendix to this report there appears .a 
more detailed outline of the proposed new course 
of study. 

For the second of the above groups we recom- 
mend that a new start be made as soon as sufficient 
data may have been accumulated to warrant princi- 
pals in making an estimate of students' abilities and 
that the rate of progress be made slower than in 
the regular classes, three terms perhaps being taken 
to accomplish two terms' work as at present pre- 
scribed. The administrative difficulties are numer- 
ous and serious, but not insurmountable. 



14 



fV. Your committee was requested to consider the Gen- 
eral Four Years' Course in high schools with a 
view to its possible revision and in the course of 
its consideration endeavored to make a list of the 
qualities in which a good course of study should 
provide training. When this was done the com- 
mittee attempted further to determine what sub- 
ject material would best provide the training 
desired. It developed in the course of discussion 
that in the judgment of the committee we have 
now in the general course almost all the syllabus 
material that could be used for the end in view 
with the exception of manual training and courses 
in the appreciation of Art and Literature as elec- 
tives. 

The committee made the following specific 
recommendations for the revision of the general 
course : 

(a) That English should be given five periods 

per week in the first year and four periods 
per week in each of the other years of 
the course. 
The chairman asked to be recorded in 
the negative on this question. 

(b) That Spanish should be offered in the first 

year. 

Lengthy discussion of the best form in which to 
present the course of study resulted in considera- 
tion of a plan by which the course should be for- 
mulated in groups of related subjects, from which 
a course might be elected which would provide 
for serious and prolonged study in one or more 
lines of effort together with less intensive work in 
other groups. The Chairman was requested by 
the Committee to submit this scheme to the High 
School Principals' Association, which he did at 
the meeting of June 6, 1914. As that body ex- 
pressed its approval of the general idea of the 
scheme and referred it to the Associate City 
Superintendent in Charge of High Schools for 
such action as he might deem it expedient to take 



15 

in the matter, your committee brought its work 
to a close by submitting this report. 

Respectfully, 

CHARLES D. LARKINS, 

Chairman. 
JOHN H. DENBIGH, 

Secretary. 

A GROUPING PLAN SUGGESTED FOR HIGH SCHOOL COURSES OE STUDY 

By PRINCIPAL CHARLES D. LARKINS 

1. It is to be noted that I am suggesting a plan, and am illustrating 
the plan by a grouped course of study. It is not claimed that the plan as 
suggested cannot be improved, nor that the groups are exactly right in 
number, in content, or in arrangement. It is merely a tentative plan sug- 
gested for thoughtful consideration. Other desiiable subjects may be 
added to any group; undesirable subjects may be omitted, and any 
limitations may be imposed that may appear to be advisable. 

2. In discussing the plan I shall use certain terms with meanings 
as follows : 

Program of Studies — All of the groups offered, — that is, what is 
usually spoken of as "The Course of Study." 

Course — The work in a single field, for one year. Thus : There 
are four courses suggested in English, each to cover a year, of five 
periods per week; six in mathematics, one of which includes both 
solid geometry and intermediate algebra, bracketed together because 
both can be done well in one year of five periods a week; four in the 
Manual group, each made up of three related subjects. 

Group — All of the courses enumerated in a single field, or in 
more than one field when joined together, e.g., in the Manual group. 

3. It is proposed that all prepared courses be given five periods per 
week, and unprepared courses be given ten periods per week, or half 
courses be given five periods per week, that each course count as one 
unit, and that sixteen units be required for graduation. It is proposed 
that there be a fixed" and uniform examination at the end of each course 
and a comprehensive examination when the work in a group has been 
finished. It proposes that a certificate be given at the completion of each 
year's work, that is, for four units, for eight units, for twelve units, and 
that an average of 70 entitle the student to a certificate or diploma "with 
credit," and of 80 "with honor." 



16 

4. The plan does not presuppose a thirty period week for all students, 
but it contemplates the adjustment of the time to the work undertaken. 
The ultimate result would probably be a school day lengthened to six 
hours, or eight periods of forty-five minutes each. The writer believes 
in, and thinks that nearly all of you believe in, a longer high school day 
for the majority of students. 

5. The plan proposes requiring sixteen units for graduation, dis- 
tributed somewhat as follows : 

From the English group three courses 

From a second group four courses 

From a third group three courses 

From a fourth group two courses 

From a fifth group two courses 

Additional from any groups two courses 

In all ... . sixteen courses 

The plan appears to have the following things in its favor : 

(1) It offers a broad program of studies for each student, because 
it forces him, if he takes full work, to work in four groups at one time, 
and to work successfully in at least five groups or fields of effort before 
he is graduated. 

(2) Because of sufficient time for each course, and the limitations 
of his work to four fields at one time, it encourages greater depth of 
scholarship. It is often charged against the present plan that it does not 
make for thorough scholarship. 

(3) It seizes and courts the student's interest. It tends to promote 
the cultivation of special talents, because it allows the concentration of 
effort where the student works most effectively, and enables him to 
shake himself free from such work as is especially distasteful to him. 
For those reasons it should lesson student mortality. 

(4) It will make it impossible to force a student again and again 
to go over work that he cannot, or will not, do satisfactorily. 

(5) It possesses great elasticity in adapting the program of studies 
to the needs of the student. It will enable him to so shape his work 
that he will be prepared for the Training School for Teachers, for any 
technical school, for any course in any college, or for business. 



17 



(6) It may be readily adapted to any type of school, and its elasticity 
will make the administration of the work of the school much easier. It 
will allow work to be chosen to accord with the capacity of the student ; 
it will remove some of the worst difficulties arising from promotion by 
subjects; it will simplify the making of the school program, the making 
of students' programs, and the keeping of records. 



GROUPING PIvAN FOR COURSE OF STUDY. 



English 5 
English (1) 
English (2) 
English (3) 
English (4) 



Mathematics 5 
Algebra 

Geometry, Plain 

Geometry, Solid 
Algebra, Int. 

Trigonometry, PI. 
Trigon., Spher. 
Algebra, Adv. 

General Math. (1) 



1st Language 
Beginning 
Elementary 
Intermediate 
Advanced 

Science 5 



General Sci. (1) 
General Sci. (2) 

Biology (1) 
Biology (2) 

Chemistry (1) 
Chemistry (2) 

Physics (1) 
Physics (2) 



General Math. (2) Physiography 
Domestic Science 5 or 10 

Household Sci'. (1) 

Household Sci. (2) 

Cooking (10) 

Domestic Economy (10) 

To include laundering, house- 
keeping, home nursing, ad- 
vanced cooking, sewing, etc., etc. 



2d Language 
Beginning 
Elementary 
Intermediate 
Advanced 

. Manual 10 

F. H. Draw (2) 
Mech. Draw (2) 
Joinery (6) 

F. H. Draw. (2) 
Mech. Draw (2) 
Pattern Mak. (6) 

F. H. Draw. (2) 
Mech. Draw. (2) 
Forge Work (6) 

F. H. Draw. (2) 
Mech. Draw. (2) 
Machine Shop (6) 



Domestic Art 10 

F. H. Draw. (2) 
Drafting (2) 
Plain Sewing (6) 

F. H. Draw. (2) 
Drafting (2) 
Plain Garment (6) 

F. H. Draw. (2) 
Drafting (6) 
Millinery 

F. H. Draw. (2) 
Drafting (2) 
Dressmaking (6) 



3d Language 
Beginning 
Elementary 
Intermediate 
Advanced 

History, Etc. 5 



Modern Europe 

English 

American 

Civics 
Economics 

Ancient and 
Medieval 

Commercial 5 

Arithmetic 
Forms 

Bookkeeping 
Stenography 
Typewriting 

Economics 

£yaw 

Geography 



18" 

Special Culture 5 (To count as a half unit) 

Music and the appreciation of music 
Art and the appreciation of art 
Physical Training 

These, being unprepared subjects, are to count only as half 
courses, but may be taken for more than one year, counting a 
half unit each year. 



COMMENTS ON TH£ GROUPS. 

English: The present program of studies covers fifteen "year 
periods" in English. This covers 20. Grammar is not given as a 
course in the group, nor is elocution. They are assumed to be a 
part of the regular work in English. 

Mathematics: Two one-year courses are offered in general 
mathematics, looking forward to the present movement to com- 
bine arithmetic, accounts, algebra, measurements and geometry, 
and teach mathematics as a whole instead of in separate units. 

Sciences: Here are nine courses. Two in general science after 
the plan in general mathematics, and an elementary and advanced 
course in biology, physics, and chemistry. 

Manual — Domestic Art: Related subjects are carried together 
in the course. 

Domestic Science: Household science, being a prepared sub- 
ject, gets five periods per week. Cooking and domestic economy, 
being unprepared, get ten periods. The latter courses may pos- 
sibly need specific statement of related subjects as in the Manual 
and Domestic Art groups. The Manual Courses are, of course, 
for boys, and the Domestic Science and Domestic Art courses 
are for girls. The latter two might be combined as one group; 
at all events, it is manifest that too many groups of unprepared 
work should not be allowed. 

Special Cultural: I do not know what else to call this group. 
It contemplates music and the appreciation of music five periods 



19 

per week ; art and the appreciation of art for the same time ; and 
physical training, including especial attention to health; sym- 
metrical, physical development; posture, carriage and grace of 
movement, five periods. The group is designed to be cultural in a 
sense that the other groups are not ; that is, to offer elements of 
culture that the other courses do not offer. 

While the courses are stated above as though it were intended 
that each should be taken for one year and count as a full course, 
it is really intended that each may be taken if desired for four 
years or less, and since they are unprepared subjects each would 
count as only half a course ; that is, half a unit. Many pupils are 
taking music, and some are taking art as an outside subject. It is 
proposed that credit be given for such outside work under a plan 
of equivalents that shall satisfy the school authorities. Such a 
plan can be worked out readily. 

Requirements for admission may be met as follows : 

In the Training School for Teachers : 

English 3 courses Additional — 

A. foreign language 3 courses A fourth year of Ian- 
Sciences 3 courses guage or another sci- 

Mathematics 2 courses ence,, or another) 1 course 

History 2 courses course in Mathe- 

• matics 

Drawing, music and 

physical training 2 courses 

Total 16 courses 



In Columbia including Barnard, Teachers' College, School of Mines, 
School of Journalism, etc. : 

English 3 courses 

Mathematics 2^2 courses 

Latin 4 courses 

Additional 5 courses 

Total 14^2 courses 



20 

If the official detailed statement presented by the candidate shows 
that he has satisfactorily completed an approved secondary school course, 
he may present himself for examination in four subjects, as follows: 

(a) English 

(b) Latin, or for candidates for the degree of B.S., French or 

German 

(c) Mathematics, or Physics, or Chemistry 

(d) Any subject (not already selected under b or c) from the 

following list: 

Greek History Physics 

French Mathematics Chemistry 

German 

These four examinations must be taken at one time, either in 
June or in September. 

The courses proposed will prepare for any course in any college 
or technical school in the country. 



CLASSIFICATION OF STUDENTS. 

I regard the investigations made of the scholarship in the 
high schools the most valuable study of the year. The problem 
of arranging courses of study and plan for the appropriate in- 
struction of the pupils especially in the grades where new studies 
are taken up, has been attacked with interest. The Committee of 
High School Principals on scholarship of first year pupils re- 
quested me to conduct a series of meetings of high school teachers 
and to present my views on the subject. I had two meetings in 
May and I propose to continue to hold section meetings during 
the coming term. 

In organizing the work of pupils in high schools more atten- 
tion should be given to grading according to ability. Pupils vary 
greatly in mental power, in fundamental general intelligence, and 



21 

in application and industry. Taking any high school, whether 
general or special, public or private, we find that the pupils could 
be divided into three groups — the larger group of average ability, 
and probably about equal groups of pupils, the one much above 
the average and the other below the average. Our courses of 
study are designed for the average or those above the average. 
I believe that the courses of study should be so laid out that the 
highest group, the "A" group, could accomplish the required 
work in three or three and a half years, the "B" group in four 
years, and the "C", or lowest group, in five years, with the pos- 
sibility of accomplishment with high rating. Classification into 
these groups could be made after a term or a half term, and 
transitions from one group to another when pupils demonstrate 
their ability. I hope to make a careful study of this problem 
next year. 



RATING OF TEACHERS. 

The Law Committee of the Male High School Teachers 
Association requested the Committee on By-Laws and Legisla- 
tion to amend the by-laws governing the rating of teachers and 
approval of service. The matter was referred to the Board of 
Superintendents and received much consideration by this com- 
mittee. At the request of the City Superintendent the High 
School Principals Association took up the subject and submitted 
a reply to the arguments of the teachers. Their report was 
studied carefully. After much discussion, the Board of Superin- 
tendents disapproved the proposition made by the Teachers' Com- 
mittee, but promised further consideration of the subject. 

This is a subject that should engage the serious consideration 
of the Board of Superintendents. This committee will present 
a report making definite propositions designed to simplify the 
present methods to reduce the amount of work now required 
in recording teachers' ratings and approving service. Personally, 
my views briefly stated are as follows : 



22 

At present the principal of a high school is obliged to record 
and report a rating of each teacher twice every year and the 
district superintendent reports on every teacher once each year, 
for instruction and discipline. I am of the opinion that the 
principal should report this rating of teachers but once a year, 
in the month of February, provided the teacher has been in 
service under his observation at least three months ; that one 
mark should be given for instruction and discipline; that the 
record be in three letters — "A" for superior service, "B" satis- 
factory work, "C" unsatisfactory work. The principal should 
specify briefly what distinguished service a teacher has rendered 
to entitle him to be declared "superior," and also what the ele- 
ments of weakness are which prove the teacher's work "unsatis- 
factory." 

The district superintendent is required to examine the work 
of teachers who are candidates for renewal of license and for a 
permanent license. This covers the first three years of service 
at least or until the license is made permanent. He must make 
a definite report or endorse the principal's report. He should 
record his judgment in terms of "A," "B," or "C," at the expira- 
tion of each temporary teacher's year of service. He also should 
express his judgment at the end of the sixth year, at the time 
required for action by the Board of Superintendents on the "merit 
and fitness" of the teachers, and at the end of the ninth and 
twelfth year when action is to be taken on "superior merit." He 
should not be required to rate teachers at any other time. It is 
well nigh impossible for him to do so. He may make personal 
note of the character of work done by teachers whose classes he 
may visit during his inspection of the schools. If he were not 
obliged to report a rating for all teachers he could render much 
more valuable service to the city by visits to high schools for the 
purpose of expert supervision, for conferences with principals 
and heads of departments upon the aims and methods of work 
in the schools. 



23 

SUPERIOR MERIT. 

I believe that the declaration of' superior merit should be made 
without reference to salary increase. If conspicuously efficient 
service, especial effort for the uplift of the school and the whole- 
some development of the pupils, mutual esteem and personal 
co-operation of teachers and pupils, should be recognized and 
reported by the principal, the district superintendent would also 
note the facts and the formal declaration of superior merit at 
the period for increase of salary would naturally follow. Teachers 
would know yearly at least that their work was appreciated and 
the dread ordeal of the 9th and 12th year would be eliminated. 
When a teacher has not been reported as having accomplished 
anything in the nature of notable service or of especial merit and 
has reached the ninth or twelfth year, a careful examination, of 
the work should be made by at least two superintendents at the 
school, and if. such teacher cannot be recommended for superior 
merit, formal action should be deferred. But this should not 
prevent an appeal to the Board of Superintendents. Some teach- 
ers attain the 9th year of efficiency in nine years while others may 
require ten or more years. Some after twelve years may have 
attained the stage of 9th year development, but not of the 12th. 
When upon the testimony of competent authority, and by records 
of positive character they have attained superior merit, they 
should be so declared. The work of the Board of Examiners in 
these matters should be greatly simplified and indeed could be 
wholly dispensed with. 

The district superintendent has given much time to the study 
of examination results in the high schools, chiefly of the State 
examinations. I believe that he could extend his researches along 
these lines and work with the principals in their plans for 
developing better results if he were relieved of the duty of rating 
teachers who need not be rated. 

In connection with this subject of superior teachers, I believe 
we could go a long way in improving the method of preparing 
eligible lists of first assistants and also eligible lists of principals 



24 

and heads of department in elementary schools. A system should 
be devised by which teachers of exceptional ability and those who 
have exhibited commendable activity in equipping themselves for 
more responsible service, teachers of broad views, ripe scholar- 
ship, executive and administrative power, could be brought for- 
ward as candidates for higher positions. Our school system is 
rich in such material. They can easily be marked. Superintend- 
ents and prnicipals know who they are and where they are. Many 
of them do not put themselves in the limelight, do not advertise, 
do not curry favor, do not "cram" for examinations, do not 
solicit "influence," do not resort to political methods to secure pro- 
motion. They cannot always be found by written examinations. 
Many of them do not take the examinations. The correct method 
of determining superior merit would bring to the front the 
strongest candidates for the higher positions. I believe that we 
are failing to obtain the services in more responsible positions of 
many of our most capable and efficient teachers. Personality, 
professional spirit, character, enthusiasm, unselfish devotion, are 
not revealed by competitive written examinations. Would it not 
be better that principals, superintendents, examiners find out by 
personal contact and investigation the persons who possess the 
most essential qualifications of character, intelligence, and effi- 
ciency, and from such a list, with some written, uniform exami- 
nation of scholarship, determine the eligible lists of first assist- 
ants, heads of departments and elementary school principals. 

COURSES OP STUDY FOR GIRLS IN HIGH SCHOOLS. 

Some criticism has been made of the instruction of girls in 
high schools. Frequently we hear charges by physicians and often 
by parents that the demands made upon girls are excessive, that 
too much home work is required, that health is jeopardized, and 
that some of the subjects of the course are impractical. A study 
has been undertaken to ascertain how much ground there is for 
such complaints. The maintenance of health and physical as 
well as mental vigor should be the first consideration in the train- 
ing of high school girls. It should be the earnest endeavor of all 



25 

parents to provide all the conditions that contribute to normal, 
natural growth and development. Co-operation with the parents 
and the teachers should be closely established. Personal atten- 
tion to the well-being of the girls is a matter of mutual concern. 
In every high school some teacher should be responsible for 
observing groups of girls and for keeping informed of their 
home conditions and home life, their studies, and the domestic 
and social demands upon their time and strength. 

Girls preparing for college, who are ambitious and studious, 
are often subjected to strain beyond endurance. The conditions 
of admission to most colleges deserve criticism. Influence should 
be brought to bear upon them to modify their demands. I have 
been in correspondence with several of these colleges and with 
the state department upon this subject. Early in the year I began 
to look into the work of girls in Mathematics, Physics, and Chem- 
istry. I visited classes, conferred with principals and class 
teachers. The testimony showed that instruction in these sub- 
jects, forced by the college entrance requirements, was too me- 
chanical and technical. I sent a questionnaire to the high school 
principals and received replies that justified these criticisms. 



SYLLABUSES IN PHYSICS AND IN CHEMISTRY. 

I appointed a committee consisting of Dr. Felter, as chair- 
man, and teachers from several schools, to make a study of this 
problem and to prepare a report. After several weeks of careful 
study and conference, the committee reported modified syllabuses 
in Physics and in Chemistry, which our committee presented to 
the Board of Superintendents. I sent copies to other principals, 
to many of the colleges for women, and to the state department, 
for their opinions. I received replies commending the propo- 
sitions made. I hope these new syllabuses will be generally put 
into operation next year. 



26 

COURSE IN HOUSEHOLD SCIENCE AND ART. 

I appointed another committee with Dr. Larkins as chairman, 
and principals and teachers of high schools where girls are taught, 
to draw up a course of study for girls in Household Economy. 
I met with the committee several times. They worked faithfully 
many weeks and submitted a course which was adopted by the 
Board of Superintendents and the Board of Education. It is a 
modification of the Homecraft course tried last year in the Wad- 
leigh High School and is designed for girls who are not prepar- 
ing for college, but who may have to leave school before the com- 
pletion of four years. Some of the subjects may be elected by 
other girls also. 



SYLLABUS IN BIOLOGY. 

I appointed a committee, of which Mr. Peabody of the Mor- 
ris High School is chairman, to draw up a revision of the syllabus 
in Biology. The committee was divided, in order that the ele- 
mentary Biology and the advanced Biology might be considered 
separately. The syllabus in advanced Biology has been completed 
and put into operation. 



COMMERCIAL BRANCHES IN HIGH SCHOOLS. 

I appointed a committee, with Mr. Hayward of Washington 
Irving High School as chairman, and teachers representing gen- 
eral high schools having commercial departments, to take up the 
problem of commercial branches in high schools having the gen- 
eral course. The Male High School Teachers' Association ap- 
pointed another committee on the same subject. Two courses 
were prepared. A conference of representatives of both was or- 
ganized. On this subject there was much discussion. The prob- 
lem was complicated by the demands of teachers of commercial 



27 

schools who viewed the subject from the standpoint of the more 
advanced and technical development of the work. The two schools 
of business education, the accounting section and the secretarial 
section, each demanded recognition. A compromise was finally 
made, in view of the fact that most of the schools concerned were 
either small mixed schools or commercial departments of girls' 
schools. Under these conditions differentiation of courses in 
commercial subjects would involve great expense in rooms, appli- 
ances, and the organization of small sections. The problem is 
quite different from that found in the High School of Commerce 
and Commercial High School. In the latter schools modifica- 
tions of the present course are being worked out experimentally 
and should provide for preparation for both lines of commercial 
training. 



ENGLISH IN HIGH SCHOOLS. 

The association of teachers of English in high schools has 
been very active during the year. I have met the association 
several times. You addressed the association on one occasion. 
Several commitees of the association have been at work on dif- 
ferent problems and have submitted reports. These reports have 
been sent to me and have been carefully studied. They came in 
so late in the term that there has been no time to formulate defi- 
nite propositions and syllabuses. These will be taken up in the 
coming year. I regard their work as most valuable and timely. 
I shall present the final recommendations to the Board of Super- 
intendents and urge their publication for use of teachers. I wish 
here to acknowledge with my appreciation the work of these com- 
mittees, which were organized as follows : 



Committee on Oral English. High School Teachers of English. 

Mr. W. Palmer Smith, Stuyvesant, Chairman, and Messrs. 
Kellogg (Morris), Tressler (Boys High), Misses Murray (Wad- 
leigh), Collins (Newtown), Wellwood (Eastern District). 



28 

Committee on Articulation of High and Training School English. 

Miss Angela M. Keyes (Brooklyn Training School), Chair- 
man, and Misses Allen (New York Training School), Wendt 
(Girls), Kramer (Hunter College), Messrs. Warren (Eastern 
District), Douglass (Washington Irving), Blakeley (Evander 
Childs), Foster (Morris), Miss Ward (Hunter College), Mrs. 
Ford (Wadleigh). 

Committee on Elocution. 
Mr. R. N. Kellogg, Morris High School, Chairman. 

Committee on Articulation of English between Grammar 
Schools and High Schools. 

Mr. Joseph Loew (De Witt Clinton), Chairman, Messrs. 
Wharton (Commerce), Knickerbocker (M. 46), Misses Abbott 
(Curtis), Bonfrey, Odell (B. 123), Trimble (Morris), White 
(Q. 5). 

I regard the development of the work in Oral English and 
Elocution, including correction of defective speech in its broad 
scope, the most important point of attack in the work in English. 
I believe there is no first assistant in this subject. No school has 
many teachers of this division of English. There should be more 
first assistants selected and assigned. If there are not teachers 
enough in one school there should be organized groups of schools 
over which a first assistant could be appointed. Our schools need 
very careful supervision of this work. 

more: time; for teaching of kngush. 

The Association of English Teachers has worked untiringly 
to obtain more time for instruction in English. They have urged 
their claims and submitted important data gathered from their 
experience and the work in other cities. A committee has urged 
the claim in a conference with the Board of Superintendents. 
As a result of this effort the Board recommended that elective 
periods be permitted in the second and third years of the course 
for such schools as needed more time. I am of the opinion that 



29 

the work in literature could be reduced in favor of more attention 
to the matter of English speech and composition that should 
afford a better working basis in the language, especially in those 
schools and departments that do not prepare for higher insti- 
tutions. 

THE RELATION OF ENGLISH TO OTHER SUBJECTS. 

The Board of Superintendents, in considering the proposition 
made by the Association of English Teachers in High Schools 
that more periods be added to the instruction of English in the 
second year and in the third year of the General Course in High 
Schools, expressed the opinion that teachers of all subjects, 
especially teachers of foreign languages and history, should pay 
more attention to expression in correct English orally and in 
writing. In translating from a foreign language pupils should 
be trained to comprehend the correct and complete thought in 
every sentence and to express the meaning in a concise and accur- 
ate English sentence. If teachers insist upon the pupils under- 
standing the thought of the author and thinking about it, correct 
expression should easily follow. The thought thus mastered 
should be a subject for free translation in various forms; oral 
summaries of paragraphs and sections should be required fre- 
quently and the subjects reviewed repeatedly. Brief passages in 
the original may easily be memorized, especially those that con- 
tain idioms which are typical of the construction most frequently 
employed. 

History furnishes abundant opportunity for practice in acquir- 
ing the thought of the author, and in the analysis of topics. Brief 
oral and written reproduction develops facility in the use of 
correct expression. 

In the study of literature the most concise, clear, forceful and 
elegant passages should be selected to be mastered and used fre- 
quently in oral and written speech. • While much should be read 
for the understanding, a few passages will suffice for expression. 
Brief compositions should be written when the impulse to write 



30 

has been excited by keen interest, by strong feeling and the desire 
to express a glowing thought. After the intensive study of a 
paragraph or a section by the class, pupils should be allowed to 
express orally or in writing the thought that has made the most 
impression and awakened the strongest emotion. 

Conversation should be encouraged during the recitation 
period under the guidance of the teacher. This may be done 
occasionally by small groups of pupils around one as a leader. 
The habit should be formed of selecting topics that are worth 
while, that suggest points for discussion, and that call for the 
expression of individual opinions. Oral conversation and the 
exchange of views is one of the arts that should be cultivated by 
good teaching of English. 

Much attention should be given to the correct pronunciation 
of words, to the use of synonyms, to paraphrasing, and to the 
enlargement of the vocabulary by frequent use of new terms and 
forms of expression. 

The various arts taught in the schools have their special 
technical terms and descriptive forms. Pupils should become 
familiar with the use of this vocabulary. My attention has been 
directed to this matter while visiting classes in drawing, sewing, 
and other technical subjects. Pupils are often at a loss for the 
proper descriptive terms to be used in discussion of qualities — 
form, color, etc. 

the: relation of the high schools to the: business 
associations and business activities of the ctiy. 

During the year much progress has been made in establishing 
closer relations between the high schools and the business com- 
munity. The Chamber of Commerce has appointed a Committee 
on Education. Conferences have been held between the prin- 
cipals, Director Shiels, and members of the committee. Ad- 
dresses on business problems and topics have been given in the 
high schools by business men. In this work Mr. Eddy, acting 
principal of the High School of Commerce, and Mr. Fairley, prin- 



31 

cipal of the Commercial High School, have been very active. 
Addresses have been given at meetings of the Male High School 
Teachers' Association on this subject. A committee of high 
school teachers has sent to the Chamber of Commerce typical 
problems growing out of the high school work, for their informa- 
tion and advice. At the suggestion of Director Shiels I have ob- 
tained from the principals of high schools a list of subjects which 
we should like to have business men take up in addresses to high 
school pupils during the coming year. The Chamber of Com- 
merce promises to furnish lecturers on these topics, engagements 
of speakers and dates to be made through this office. Steps have 
been taken to organize a Business Men's-Teachers' Association 
during the coming year, to hold meetings, with a dinner for those 
who wish to dine, for the discussion of educational business 
problems. This will be a powerful means of bringing the busi- 
ness men into closer sympathetic relations with the high schools. 

Dr. Wolfson, principal of Julia Richman High School, has 
established relations with the business concerns where girls of the 
school may seek employment, for the purpose of bringing the 
work of the school into practical relation with business. The 
business community has been thoroughly canvassed to ascertain 
what fields of work call for high school preparation. 

Principal McAndrew has extended his vocational bureau with 
a teacher devoting her whole time to the work of following up 
the girls who have taken positions in business houses and to 
ascertain what opportunities there are for further extension. 

Dr. von NardrofI of the Stuyvesant High School has made 
arrangements for the extension of observation and practice by 
his pupils in some of the industrial concerns of the city. I believe 
this a field which may be cultivated profitably. It is too soon to 
report upon this in detail. 

Dr. Rollins of the Bushwick High School has taken up the 
same problem in order to bring the work of his school into closer 
relations with business concerns. He has a system by which he 
is following up the work of his pupils who have gone into busi- 



32 

ness. This summer he has undertaken, with the aid of some of 
his teachers, to make a study of the business concerns of the city 
in order to extend his work in this direction. 

The extension of the study of business problems and processes 
in the actual marts of trade, commerce and finance, where facili- 
tie smay be afforded for practical study and training, is a hopeful 
possibility. If the business concerns of the city, industrial and 
commercial, can offer these facilities, it may prove a means of 
relief for the crowded condition in the High School of Com- 
merce, the Suyvesant High School, and other schools. The prin- 
cipals are studying the problem of part-time instruction in the 
schools and part-time practice and training in business houses. 
In my vist last year to Detroit I observed the work in the Tech- 
nical High School which was being attempted. On this subject I 
made my report to you and to President Churchill. I believe that 
we can do much more in this direction than any other city in the 
country. 

THE BACHMAN SURVEY OF THE HIGH SCHOOLS. 

During the year Dr. Bachman made a survey of most of the 
high schools and reported his findings in respect to utilization of 
the high school plant, accommodations, facilities, courses of study, 
organization, employment of teachers, size of sections, programs, 
business and clerical service, supervision by heads of department, 
etc. The principals have returned their replies to questions sub- 
mitted by me upon the propositions and suggestions made by Dr. 
Bachman. His reports are most gratifying. 

It is needless to review the several reports of each school. 
The examination was scientific and thorough. It revealed what 
we have known before that the schools are economically admin- 
istered. In many schools he found classes much too large, but 
necessary. Small sections were occasioned by the requirements 
of the several courses of study. It may be that some small schools 
are offering subjects which in the interests of economy should 
be eliminated. As the communities in which these schools are 



33 

increase in population some more differentiation may be made, 
provided the citizens do not prevent such organization. For 
instance, it is not economical to maintain commercial courses in 
two schools so close as Jamaica and Richmond Hill. It is also a 
question whether we should offer two foreign languages with 
small classes in neighboring high schools. It is a question whether 
two such schools should maintain courses preparatory to college. 

Dr. Bachman emphasized the importance of relieving regular 
teachers of much of the clerical work now imposed. Economy 
would dictate conserving the strength of teachers for instruction 
in their several departments and the employment of more clerks. 
Dr. Bachman found, as we already know, that most of the schools 
have so outgrown their several accommodations that the equip- 
ment is now inadequate. The most conspicuous example of this 
condition is in the Manual Training High School, which was 
planned for a complete school of all grades, with courses for boys 
and girls. Now that first year pupils have to be classified in 
annexes the various departments are out of adjustment to the 
organization. The High School of Commerce is also ill provided 
with the facilities that ought to be afforded. 

The adaptation of the school conditions to the demands made 
to accommodate the greatly increased number of pupils, though 
difficult of accomplishment, seems to show how completely 
the principals have made the best of every situation. The sur- 
vey emphasizes at every point the need of increased appropri- 
ations for the development of the work of the schools. 

FIRST ASSISTANTS. 

At one of the monthly meetings of the high school principals, 
I requested the appointment of a committee to draw up a recom- 
mendation on the assignment of first assistants to high schools. 
Dr. Sullivan was chairman, and presented the report which was 
endorsed by the principals. He also, at my request, obtained 
from the principals an estimate of the number of new first assist- 
ants that might be required under the rule. This plan I have 



34 

presented to the Board of Superintendents. It provides for the 
necessary administration of the schools, with a view to strength- 
ening the instruction and management of the many activities. I 
am in hearty accord with the recommendation made last year by 
Superintendent Bardwell, and I believe endorsed by you, of ap- 
pointing some first assistants as managers of the executive or 
business side of the high school administration. The proposition 
was approved by the Committee on High Schools and Training 
Schools of the Board of Education, but could not be put into 
practice for lack of funds. I hope an item covering this expense 
will be allowed in the budget for 1915. It is in accord with the 
views expressed by Dr. Bachman and should meet the approval 
of the Board of Estimate. 

The plan has been tried in one school, De Witt Clinton, with- 
out expense, except that the assignment has necessitated one more 
teacher for class work. The organization of the De Witt Clin- 
ton High School on a business basis with heads of departments 
to be responsible, and with ample authority to administer the 
various departments and features of high school work, is on a 
pattern that might be followed in other schools. 

Much more might be said about the organization of depart- 
mental work. I believe that there should be more thorough or- 
ganization and supervision of the instruction, with stricter ac- 
counting of results by teachers. I hope to be able to devote much 
attention to this subject the coming year. 



DOUBLE SESSIONS IN HIGH SCHOOLS. 

The demand for increased high school accommodations and 
the utilization of the school plant more hours during the day has 
brought this problem to the front more prominently than ever 
before. The experiments undertaken in Washington Irving High 
School, and in other schools on a limited scale, have not yet 
solved the problem of school accommodations. You have a re- 
port made by a comniittee of three district superintendents on 
the work of the Washington Irving High School.- I have a report 



35 

of a study of the problem by a committee of the High School 
Principals' Association, which I will submit herewith. Until a 
school plant can be made to provide for all the necessary instruc- 
tion and training and to yeild results of high efficiency during 
one long session, we may well question the economy of trying to 
force twice the number of pupils to do efficient work in half the 
time of a regular session. 

I advocate the lengthening of the school day to 3 :30 p.m., and 
the proper distribution of all the class exercises, study periods, 
and other school activities, that develop school spirit and that 
tend to cultivate initiative and efficiency in the pupils. 



THE SHAKESPEARE ANNIVERSARY. 

I leave this subject for your disposal. You gave a great deal 
of attention to it. The exercises in all the high schools were most 
successful and most Stimulating to all concerned. The plays 
was appreciated by parents and friends, and demonstrated the 
quality of the dramatic ability of the pupils and the efficiency of 
the teachers. The production of the Midsummer Night's Dream 
by the pupils of the Wadleigh High School surpassed in all its 
features anything before attempted. The Washington Irving 
High School presented an original historical pageant, with a 
Shakespearean background that was unique and reflected great 
credit upon the resourcefulness of that school. 

I believe that dramatic exercises should be encouraged. Other 
high schools have put plays upon the stage, some of them of mod- 
ern creation. I believe that work of this kind sjiould be restricted 
to classic works of unquestionable literary merit, of high moral 
excellence, and of permanent value to those who study and labor 
diligently to produce them. I regret that some of the produc- 
tions were of doubtful value. I hope that musical dramas may 
occupy a more prominent place in our high schools, such, for 
instance, as the production of "Galatea" by Erasmus Hall High 
School over a year ago. 



36 

TEACHERS in training. 

In February we put into operation the new plan of providing 
training in high schools of prospective teachers. It is yet too 
early to pass judgment on the results of this work. I am pleased 
to say that the principals co-operated with the committee readily 
and prepared careful plans for all the candidates. I received 
copies of the schedules prepared for the several teachers in train- 
ing and reports of their work at the end of the term. I believe 
that this work will grow to yield good results. We cannot offer 
the advantages of the schools to all eligible candidates under the 
present rules. It may be necessary to extend the number to be 
appointed. It is important that the Board of Examiners make 
a careful examination of the fitness of all candidates. 

TEXT-BOOK LIST. 

The five year contract will expire in December. It became 
necessary to revise the list by striking off obsolete books and many 
that had little or no sales. This required a great deal of work. 
Committees of high school teachers were appointed for all the 
subjects. Their reports were carefully made and their recom- 
mendations adopted. 

DISTRICT SUPERINTENDENT BARDWEU.. 

It affords me very great pleasure to testify to the indefatigable 
work of Superintendent D. L. Bardwell. His intimate knowledge 
of the schools and their problems, the courses of study, the system 
of examinations and promotions, and the quality of teaching and 
the work of the teachers, makes him the strongest factor in the 
administration of the high schools. The largest part of his time 
is spent in the classrooms, examining the classes and teachers. 
He is an excellent judge of the efficiency of the teachers. He is 
impartial in his reports and recommendations. Nothing deters 
him from rendering an unbiased opinion. He is fair and con- 
siderate, but discriminating. I have reviewed all his reports on 



37 

renewal of license and approval of service, and whenever I have 
differed with his opinion I have always found him open-minded. 
When we have differed it has been because of a different point 
of view or upon different testimony or data. His attention to 
requisitions and the budget has been untiring and exacting. But 
his knowledge of these matters and his records of expenditures 
for supplies and his work in redistribution of materials to other 
schools have resulted in a great saving in expense. 

In conclusion I wish to express my appreciation of the uniform 
courtesy and co-operation of the principals of the high schools 
who have cordially taken up the various problems and have aided 
greatly in the work of the year. 

Very respectfully, 

CLARENCE E. MELENEY, 

Chairman, Committee on High Schools 
and Training Schools. 



38 



REPORT OF DISTRICT SUPERINTENDENT 
BARD WELL 

1913-1914 

Mr. Wiujam H. Maxweix, 

City Superintendent of Schools. 

Dear Sir: 

In accordance with your instructions, my annual report for 
the school year ending July 31, 1914, is submitted herewith. 

PROBLEMS OF SUPERVISION. 

In my report of July 31, 1912, I had the honor to call to your 
attention certain difficulties in the supervision and administration 
of high schools, due alike to the great size of many schools and 
to the rapid growth of the high school system. As partial reme- 
dies I suggested 

First : The recognition of the position of deputy principal, 
and the assignment of one teacher to said position in every high 
school with an attendance in one building of 1500 or over, and 
the similar assignment of two teachers in every school with an 
attendance of 2500 or over in one building, and 

Second : The temporary assignment of two first assistants, 
each in a different department, to assist the district superin- 
tendent in the task of general supervision. 

Both of these recommendations were repeated in my report 
of one year ago. 

Since these propositions were first made, both have been 
thoroughly discussed by the high school principals, who are heart- 
ily and unanimously in favor of establishing and utilizing the 
position of deputy principal on a basis similar to the one sug- 



39 

gested by me. They also agree that the temporary assignment of 
not more than two first assistants to assist in the general super- 
vision of the high schools, will be valuable, although, naturally 
enough, the principals do not feel this need as keenly as does 
the district superintendent. 

The Committee on High Schools and Training Schools of the 
Board of Education has carefully considered both of these sug- 
gestions, and agrees as to the great desirability of the relief, and 
is in general accord with the plan proposed. 

The assignment of teachers to serve as deputies to the prin- 
cipals, has been tried experimentally in part in the DeWitt Clin- 
ton, the Manual Training, the Morris, and the Washington Irving 
High Schools. The principals of these schools are decidedly of 
the opinion that the relief thus furnished is real, and that the 
services rendered by these deputies is of very great value. The 
experiment, as far as tried, is a success. 

One phase of the task of the local supervision of our high 
schools .deserves special attention. All of our principals are men. 
In addition to high schools for girls only, we have many large 
high schools in which more than half of the pupils are girls. 
During the years of high school education, girls need the intimate 
counsel and sympathetic guidance of strong and wise women. A 
strong, wise, and sympathetic woman teacher should be designated 
as special adviser of girls in every school with girl students. This 
need is so obvious that I merely state it. 

While we consider these problems, our schools are growing 
apace. Our net enrollment for the past year was nearly 68,000, 
and our average register more than 50,000. Growth does not 
halt while we consider means of betterment. Since March, 1910, 
the high schools of the city have grown in registration and daily 
attendance over 44 per cent. ; in Manhattan the growth has been 
over 57 per cent. ; and in Richmond, over 53 per cent. 

On the basis of recommendations already outlined, deputy 
principals are needed as follows : 



40 



High Schools 

Boys I 

Bushwick I 

Commerce I 

Commercial 1 

DeWitt Clinton 2 

Eastern District 1 

Erasmus Hall 2* 

Girls 1* 

Manual Training 2 

Morris 2 

Stuyvesant 2 

Wadleigh I 

Washington Irving 2 

Total 19 

As teachers in charge of annexes receive a bonus of $500 per 
annum, during such assignment, it seems only fair that a similar 
arrangement should be made for deputy principals. But the 
assistance is much more important than the remuneration. No 
possible harm can come of the extension of the plan. If it 
works, the public will be the gainer; if it fails in any place, or 
altogether, it will be very easy to discontinue it. 

My plan in brief is : 

Nomination by the principal ; 

Approval by the Board of Superintendents, and (if 
extra compensation is given) 

Confirmation by the Board of Education. 

But no assignment is to continue, except by renewal, for a period 
longer than one year. 

Great as is the need of assistance in local supervision, the need 
of assistance in general supervision is equally great. The district 
superintendent cannot possibly overtake all that should be done. 



* Erasmus Hall and Girls High Schools have each a vice-principal 
who serves in the capacity herein suggested. 



41 

The high school system of New York City is nearly as large as 
the entire public school system of the second largest city in the 
state. First assistants at large, each to remain away from his 
school for a period of not more than one year, with rotation 
among the various large departments, could be of the greatest 
service. In addition to the more formal side of examinations 
and inspections, these officers could hold conferences, both formal 
and informal, check weaknesses, learn and disseminate best ways 
of doing specific things, arouse and foster intelligent enthusiasm, 
and encourage all, both teachers and pupils. At present the dis- 
trict superintendent is the only one who can know concerning 
renewals of license in all subjects (and there are more than 600 
renewals every year) ; and make reports relative to those who 
come up for consideration at the end of the 6th, the 9th, and the 
12th years of service (of these there are about 500). He has 
no time for doing the best of what every superintendent should 
try to do : quicken, enthuse, and assist to grow. 

DRAWING AND ART. 

The work in this department is improving in a most gratifying 
manner. The time is ripe for a considerable extension of the 
opportunities for study on the part of those who are gifted and 
interested in any phase of art. Our commercial schools have 
begun to differentiate a course adapted for commercial pursuits. 
An optional course should be offered to those who desire to per- 
fect themselves in this department. Many pupils in the general 
course show unusual aptitude and interest in some phase of art. 
Such students should be allowed to continue the study in optional 
courses. 

GENERAL COURSE OE STUDY. 

The general four years' course of study needs thorough re- 
vision. Dr. Clarence E. Meleney, Associate City Superintendent, 
Chairman of the High School Committee of the Board of Super- 
intendents, has this matter under consideration. This is, perhaps, 



* 



42 

one of the greatest needs of our high schools, because it concerns 
such large numbers. Such revision should provide 

1. Greater elasticity so that children of widely differing 

types may pursue each his own bent, and at the 
end secure a diploma, and 

2. Sufficient intensive work in at least two different de- 

partments, with minima in at least two others, so 
that the course will be reasonably broad and well- 
balanced. 

PUPILS WHO PAIL EARLY IN THE COURSE. 

There are many who fail early in the course. Some, though 
by no means all, of these fail because the work offered is not 
adapted to their needs or interests. Steps should be taken to 
provide for all such by giving them as' much as possible of what 
will be of material benefit to them after leaving school, and at 
the same time quicken their lagging interest and rouse their minds 
to healthful action and growth. It is to be hoped that the Board 
of Superintendents will take early action for relief in this matter 
in the manner suggested by Associate City Superintendent 
Meleney. 

EVENING SCHOOL PUPILS. 

Pupils in evening high schools should be encouraged to con- 
tinue their work begun in day high schools. Pupils who leave the 
day high schools without graduation, should be given full credit 
toward a day high school diploma, for all really equivalent work 
done in evening high schools. Work of a given grade is as valu- 
able when done at 9 o'clock in the evening as when done at 9 
o'clock in the morning. Our care should be to see that the work 
is of equal grade. A beginning has been made. A few pupils 
from the evening high schools have taken the Regents' examina- 
tions in the day high schools. The great difficulty is in the 
identification of these pupils from the evening high schools. 



43 

There have been many instances of fraud in examinations held 
by the state in places other than our high schools, for qualifying- 
certificates. We must see that this does not occur in our day 
high schools. 

I suggest that 

1. Arrangements be made to make identification certain; 

2. Arrangements be made so that reports on the exami- 

nations of these candidates may be kept separately. 
This will probably include the assignment of 
evening school teachers to proctor and rate the 
answer papers. 

libraries. 

The libraries in some of our high schools have become very 
powerful educational agencies. The conception of the province 
and possibilities of a school library have tremendously expanded 
during recent years, until now the library room is no longer a 
place where books are kept, and where occasionally a studious or 
conscientious pupil joins the teachers in study. On the contrary, 
it is a living room filled with interested and eager students who 
are learning the delights of explorations into books, and are 
acquiring both a facility in their use, and the habit of literary 
inquiry and investigation through books, magazines, and other 
current publications. 

Some months ago Mr. S. R. Parker, of the Boys High School, 
and Miss Mary E. Hall, of the Girls High School, were asked 
to prepare for this report brief answers to the question — "What 
a High School Library Should Do and How It Should Do It,'' 
together with a list of periodicals for a high school library, a 
table of library expenses, and a list of standard furnishings for 
high school libraries. 



44 

The answer submitted is quite too meagre and modest, but it 
does indicate the general character of those activities which are 
indispensable if the library is fully to function in the intellectual 
and social life of the school. 



REPORT OF MR. PARKER AND MISS HALL. 

"The primary work of the high school librae is to serve as an aid 
to the regular work of the school. This should cover the work of every 
department. It should do this, in the first place, by providing the books 
required for reference and supplementary reading in each department. 
When these are supplied they should be made available by an orderly 
arrangement on the shelves, by a thorough and complete catalogue, and, 
most important of all, by a librarian capable and ready to direct pupils to 
the proper source of information. To do this properly, the librarian needs 
to keep in touch with the work of every department. This help given 
by the librarian must largely be individual and personal, but it is of 
great advantage that some general instruction be given to the pupils early 
in the course in regard to the use of the library and of such books as 
dictionaries, encyclopedias, atlasses, indexes, and the like. 

"In addition to the work indicated above, there are certain other lines 
of activity for the librarian which, while secondary to the main object 
of the library, are nevertheless of importance. First among these should 
be mentioned work with debating clubs and similar organizations. The 
librarian should be ready to advise in regard to the selection of topics, 
the finding of suitable material, and the method of preparing the argu- 
ments. 

"Somewhat similar work should be done with the various other school 
organizations, such as Reading Clubs, Dramatic Societies, Art Clubs, 
Camera Clubs, Athletic Teams, etc. 

"In the much discussed topic of vocational guidance the librarian has 
a place also. The first duty of the librarian in this respect is to find and 
secure suitable material for the use and guidance of the interested pupil. 
Then this material must be made available and the work, to be effective, 
must become individual and personal. 

"Few things that a pupil may gain in any school are of more importance 

than a taste for good reading; it refines the character, broadens the 

interests, and assures the continuance of mental and spiritual growth 

after the pupil has left school. In many cases the librarian has a distinct 

advantage in directing such reading, for the books are at hand and by a 



45 



little observation and brief conversation it is easy to find out what interests 
the pupil, and on this foundation of interest must be laid the development 
of the reading taste. 

"It is not claimed that the above represents all that a live librarian 
can do, but only the most important of such activities. Each library has 
special opportunities, and the librarian should be ready to make use of 
them all." 

LIBRARY FURNISHINGS. 



For a school of 


1,000 Pupils 




7,500 books 


Catalog case to hold... 


45,000 cards 




40 drawers 


Vertical file (3 drawers) 


2 




60 




60 




25 


Special dictionary and 




atlas case 




Lantern slide case 








Librarian's desk 




Typewriter 









2,000 Pupils 


3,000 Pupils 


10,000 books 


15,000 books 


60,000 cards 


90,000 cards 


60 drawers 


80 drawers 


4 


6 


100 


150 


100 


150 


50 


75 



Bulletin boards, at least five in different parts of the room. 



LIBRARY EXPENSES. 

Fora school of 1,000 Pupils 2,000 Pupils 3,000 Pupils 

Books $350.00 $500.00 $750.00 

Periodicals 50.00 75.00 100.00 

Binding 60.00 80.00 100.00 

L. C. cards, if used.. 15.00 25.00 35.00 

General supplies 30.00 45.00 60.00 

Total $505.00 $725.00 $1,045.00 

We feel that, if possible, a fund of from $50.00 to $100.00, according 
to the size of the school, should be placed at the disposal of the librarian 
(or the principal) for use for library purposes without ordering through 
the Board of Education. 



46 



MAGAZINES FOR HIGH SCHOOLS. 

A. L. A. Book List A. L. A. Pub. Board $1.00 

American Review of Reviews... Review of Reviews Co... 3.00 

Atlantic Monthly Atlantic Monthly Co 4.00 

Aus Nah und Fern Francis W. Parker School. .50 

Bird Lore Appleton & Co., Harris- 
burg, Pa 1.00 

Century Century Co 4.00 

Classical Weekly Barnard College 1.00 

Craftsman Craftsman Pub. Co 3.00 

Cumulative Book Index (Annual 

Number bound) Bobbs-Merril Co 6.00 

Educational Review Educational Rev. Pub. Co. 3.00 

English Journal Univ. of Chicago Press. . . 2.00 

Good Housekeeping Amer. Home Mag. Co 3.00 

Harper's Magazine Harper & Brothers 4.00 

History Teacher's Magazine McKinely Pub. Co 1.00 

Independent Independent Weekly 3.00 

Je Sais Tout Pierre Lafitte, Paris...... 3.75 

Literary Digest Funk & Wagnalls Co 3.00 

National Geographic Magazine... National Geog. Society... 2.50 

North American Review N. American Review Co... 5.00 

Outlook Outlook Co 3.00 

Popular Mechanics 318 Washington St., Ch 1.50 

Popular Electricity Pop. Electricity Pub. Co.. 1.50 

Reader's Guide (Annual Number 

bound) H. W. Wilson Co 12.00 

School Review Univ. of Chicago Press... 1.50 

School Science and Mathematics. Smith & Turton, Chicago. 2.00 

Scientific American Munn & Co 3.00 

Scientific American Supplement.. Munn & Co 5.00 

Scribner's Magazine Chas. Scribners Sons 3.C0 

Stenographer and Phonographic Robert A. Kinslow, 527 

World Gerry Bldg., Phila 1.00 

Survey Survey Co 2.00 

World's Work Doubleday, Page & Co.... 3.00 



Miss Hall has also given a tabular statement of the various 
duties and demands which a librarian in a large, modern high 
school has to meet. Its essential features follow : 



47 

DUTIES OF LIBRARIAN DEFINED. 

"I. Administration. 

a. Planning of library room, furniture, decoration, equipment, 

necessary library supplies. 

b. Preparation of a normal high school library budget. Ability 

to apply efficiency methods to the use of funds. 

c. Building up the library. 

Selection of books, pictures, periodicals, pamphlets, 
etc. Meeting the needs of all departments in these pur- 
chases. Rounding out the library to make it supplement 
all classroom and laboratory work. 

• 

d. Organization of library material, books, illustrative matter, 

such as lantern slides, postcards, mounted pictures, 
pamphlets, etc., clippings. 

Classification of all this material. 

Careful and thorough cataloging. 

Compilation of special lists of helps for each teacher 
and his special work. 

e. Reference or research work for' teachers and pupils calling for 

bibliographical knowledge. 

Organization of a ready reference Index. 

Establishment of a reserve shelf system similar to 
those used in colleges and a method of reserving 
books for pupils at stated times. 

f. Establishment of a practical charging system for recording 

books loaned to pupils and teachers. 

g. Attending to the proper binding and rebinding of books. 

h. Keeping of necessary statistics to show what the city is getting 
for its expenditure on the library. The best work of a 
library cannot, of course, be measured by statistics. 

i. Discipline. Maintaining order. Ability to establish self-govern- 
ment in the library. 

""II. Instruction. 

Training students in the use of reference books, indexes, card 
catalogs and other library aids. Preparing for the intelligent 
use of college or public library as well as the school library. 



48 

"III. Cultural and Inspirational Work of the Librarian. 
Guiding the reading of students by 

a. Suggestion, posting tempting lists, pictures, etc., on bulletin 

boards. Brief talks about books. A browsing corner of 
delightful illustrated editions. 

b. By means of social activities. 

Reading clubs. 

Parents reception in the library. 
Noon hour readings from interesting books. 
Librarian "at home" to students to talk to them in groups 
or as individuals about books to read. 

c. Talks by the librarian in general assembly, classrooms, etc. 

w 

"IV. Vocational Guidance. 

"V. Co-operation with Public Library." 



BRIEF OUTLINE FOR INSTRUCTION OF PUPILS IN HIGH SCHOOL IN THE 
USE OF BOOKS AND LIBRARIES. 

Mary E. Hall, Librarian, Girls' High School, Brooklyn. 

"Purpose — To enable pupils to make the best possible use of the school 
library to prepare for the best use of Public Library and College Library. 

"These lessons should result in their working independently and 
intelligently and with the least waste of time in the school library. It 
should be the aim of the librarian to encourage the use of the public 
library and the building up of carefully selected libraries in their own 
homes. 



"Lesson I. 

Talk on the purpose of the school library and its privileges. 

Value of books as friends and books as tools. 

Reading for the joy of reading. Talks by the librarian on 
delightful books in the school library of interest to the entering class. 
Finely illustrated editions of standard novels. Good books of biogra- 
phy, travel, history, etc. Have books on table to awaken interest in 
many different kinds of reading. 



49 

Our duty as citizens to care properly for books in school and 
public libraries as public property. Caution against turning down 
leaves, marking pages, carrying uncovered on rainy days, putting 
pencils in books, etc. Rules of the school library about having books 
charged before taking them from the room, returning them promptly 
on the date when due, etc. 

Inspire a fine loyalty to the library and a realization of how the 
breaking of these rules hinders the library's best work for the school 
and deprives other pupils of their rights. 

"Lesson II. General Reference Books. Encyclopaedias, Dictionaries, Atlas. 

a. Dictionaries. The four important large dictionaries: Web- 

ster, Standard, Century, Murray. Relative values. How 
to use each to the best advantage. 

b. Encyclopaedias. Four important ones : New International, 

Americana, Nelson, Britannica. Difference between a 
dictionary and encyclopaedia. Relative values of the dif- 
ferent encyclopaedias. 

Year books : New International, Brittanica. 

c. Atlases and Gazetteer. How and when to use them. 

Best reference books to own in the home. List and prices. 
Problems to test the pupil's grasp of this lesson. Ques- 
tions to be answered by use of these books. 

"Lesson III. Indexes to Books and Periodicals. Card Catalog. 

a. Difference between table of contents and index to a book. 

Tests of a good index. Different kinds of indexes, — 
first line and title in poetry, index to more than one 
volume, etc. Use of Ganger index to poetry and recita- 
tions. Index to periodicals. Readers' guide. Poole's 
index. 

b. Card catalog and how to use it. Explanation of classification. 

"Lesson IV. Books Specially Helpful in Reference Work in English. 

a. Books of quotations. 

b. Concordances to Shakespeare, Milton, Browning, ect. 

c. Century Encyclopaedia of Names, Brewer's Readers' Handbook, 

Dictionary of Phrase and Fable, Wheeler's Familiar 
Allusions, etc. 



50 

d. Best books of synonyms and how to use them. 

e. Warner Library of the World's Best Literature, Moulton's 

Library of Literary Criticism. 

f. Best biographical dictionaries. 

g. Variorum Shakespeare. 

"Lesson V. Reference Books Helpful in History, Civics, and Economics. 

a. World, Tribune and Eagle Almanacs. New York Times Index. 

b. Statesman's Year Book of latest edition. 

Statistical abstract of the U. S. 

c. Larned's History for Ready Reference. 

d. Harper's Dictionary of Classical Antiquities. 

e. Use of classical and historical atlases. 

f. Bliss Encyclopaedia of Social Reform. 

g. Important biographical dictionaries. 

"Lesson VI. 

a. Use of a library in debate work. How to get at material in 

books, periodicals, newspapers, pamphlets, clippings, etc' 
Use of all bibliographical aids. 

b. Building up of a home library. 

Good editions to buy. A. L. A. catalog as a guide to 
best books on different subjects. 

U. S. Catalog of Books in Print a help in finding pub- 
lishers and prices. 

Value of owning certain books. 

"Lesson VII. 

Assignment to each pupil of a subject on which pupils 
are to prepare a brief bibliography showing their mastery 
of the use of card catalog, reference books, and other 
library aids. 

LIBRARY HOUR IN THE WORK OF EACH DEPARTMENT. 

"Librarian should prepare for each teacher of a subject a list of the 
best reference books and the most interesting books for general reading 
in the school library on that subject, and encourage the setting apart of 
one hour in the term (preferably early in the term) either in classroom 
or library on these books, showing them to the students and encouraging 
reading outside of the text book." 



51 

NEW HIGH SCHOOLS. 

The Julia Richman and the Evander Childs High Schools have 
just completed the first year of their existence. Both have found 
a place in our high school fraternity. 

The Evander Childs High School, in its little handbook for 
its students and their parents, has done a noteworthy thing in 
the preparation of a brief outline of the steps students should 
take in lesson preparation. Proper habits of study and the carry- 
ing the process of study to reasonable completeness are accom- 
plishments quite too rare. It is hoped that the effort of the 
Evander Childs High School will prove valuable. At any rate, 
the attempt deserves recognition. 

Dr. Arthur M. Wolfson, Principal of the Julia Richman High 
School, has sent to this office a very full and most interesting 
report of the ideals, plans, and results of their first year's work. 
Interesting and commendable attempts at real correlation between 
the several departments have been made. Dr. Wolfson says : 

"In the preparation of the work for the commercial students 
in German and French, the teachers have regularly gone to the 
English Department for the proper commercial forms and com- 
mercial material. In the same way the correlation between 
Stenography, Typewriting, Commercial Branches, and English, 
has been constantly in the minds of the teachers. The English 
Department has furnished material for dictation in the Stenog- 
raphy rooms ; pupils have been encouraged to write their com- 
positions on the typev riter ; spelling lists based upon errors in 
typewriting have been used in the English Department; circular 
letters and business forms have been composed in the English 
room and transmitted to the commercial teachers. 



"In our composition work we are using the daily newspapers, 
the weekly and monthly magazines, the advertising booklet, the 
circular letter, actual letters of application, etc., etc." 

A very interesting and profitable course in office practice and 
office drill in matters other than the ordinary routine has been 
worked out and is proving of much interest. 



52 



The report covers 132 pages of excellently executed type- 
written matter, all of which was done as drill and practice work 
by the girls in the last year of the commercial course. 



GROWTH OF HIGH SCHOOLS. 

As careful a study of high school statistics as time and clerical 
help would permit has been made. 

An analysis of Table XV, found on Page 39 of the Fifteenth 
Annual Report (1913) of the City Superintendent of Schools, in 
comparison with Table XXVIII, found on Page 70 of the same 
report, supplemented by the corresponding items for the year 
1913-14, gives an interesting and surprising contrast. 

Using the average monthly register of the school year 1906-7 
as the base, the following is the rate of growth by years to date : 



Au, Day Schools 



Per cent, of 
Average monthly growth over 
register 1906-7 



10 

15 
18 
20 

25 



Day High Schools 



1960-7 


591,653 


1907-8 


617,341 


1908-9 


630,323 


1909-10 


659,495 


1910-11 


677,962 


1911-12 


693,249 


1912-13 


709,371 


1913-14 


* 740,738 



Average 
monthly 
register 

22,931 
25,264 
30,762 
35,107 
38,202 
41,934 
45,059 
* 50,086 



Per cent. 

of growth 

over 1906-7 

10 

34 
53 
66 
82 
96 
118 



* Average daily register. 

This comparison becomes much more striking by a glance at 
Grafs I and III, the second of which shows that the gain has been 
greater in average attendance than in register, which in turn has 
been greater than has that in Net Enrollment. 



53 




1906-7 1907-8 1906-9 lyoy-io tyion iyu-12 1^12-13 iy/3-14 
COMPARISON OF THE GROWTH 

OP DAY HIGH SCHOOLS AND ALL DAY SCHOOLS BY PERCENTAGES. 

GRAPH I 



54 



AVERAGE DAILY ATTENDANCE 



220% 




1907 



2$o£ 



GRAPH HT . 



55 



* Graf II is interesting because it shows the times of growth. 
It appears that a very large number of pupils and parents look 
upon the close of the year as a fit time for leaving school. Con- 
sequently losses over the long vacation of summer about equal 
the gain through the admission of new pupils in September. See 
Graf II. 



55000 



50000 



45000 



4O00O 



35C00 



OC 1910 



MAR. 1911 



CCTI911 



M2. 1912 




MAR. 1914 



MAR. 1910 



GROWTH OF HIGH SCHOOLS 
ON BASIS OF REGISTER- ON MARCH 31 AND OCT 31 
FOR. I^IO.I^M, I2IZ,I9I3, 1?I4 
GRAPH H 

A study of growth by boroughs reveals a condition that prob- 
ably will surprise some. Manhattan is increasing in population 
and in general school attendance very slowly. But the high schools 
of Manhattan have grown more rapidly of late years than have 
those of any other borough. Richmond comes second in per- 
centage of growth, the Bronx is third, Brooklyn fourth, and 
Queens last. Graf IV (page 56) vividly illustrates this, and also 
shows actual growth in numbers, in which also Manhattan leads. 
This growth cannot be fully accounted for on the basis of more 
pupils admitted, although just what portion of the increase is 
due to this factor cannot be said with certainty at this writing, as 
not all necessary data are at hand. 

Graf A' (page 57) gives a comparison of the increase in the 
number of graduates compared with the increase in the average 
monthly register. It shows that in the last two years the num- 
ber of graduates has increased over the number of graduates of 



56 



ACTUAL INCREASES 

MANHATTAN 107$ KB 

BROOKLYN 56/6 ■■ 

QUEENS 1415 

BRONX 1336 

RICHMOND 436 




MANHATTAN 
RICHMOND - 



BRONX- 



BROOKLYN 

QUEEN5 



MAR. 19IO OCT. 1510 MAR- I9H OCT. igil MAR.I^IZ OCT. I9/2 MAR 1^13 OCT. 1913 MARI9I4 

GROWTH OF niGtt 5CHGDL5 BY BOROUGHS 

5MOWN BY PERCENTAGES OF INCREASE FROM MAR-I^/O TO MAR. l5>/4. 

GRAPH IV. 

1907-8 by 56%. The curve showing number of graduates at the 
close of the school year 1913-14 is 15 points (per cent.) higher 
than that of average monthly register. This gratifying increase 
above the rate of growth of the school as a whole surely indicates 
better holding (or staying) qualities. While some schools have 
remained nearly stationary in the number of graduates, others 
show much growth in this direction. Figures before the school 
year 1910-11 are not available, but using the number of graduates 
for that year as a base, Stuyvesant leads with a growth of 322 



57 



K0% 



/30% 














/ 


/?o% 
















//o% 














/ / 
i 


100% 














i 
/ 


9°%> 












/ 

/ / 


f 

i 


fto% 










/ 


1/ 




6o/ 
50% 










/ 
/ . 

/ / 












/ 


/ / 

f / 










/ 


/ / 

' / 








40% 






/ 
/ 










30% 




• 

i 


/ / 

i S* 










Z0% 




1 
I 












lot 




1 














/ 
/ 















Gr^ADUATcl^ 



REG15TD\ 



1906-7 1907-a i<?os-<? iqog-to 1910-ti 1911-iz 1912-13 1913-n 



INCREASE IN NUMBER. OF GRADUATES 
COMPAF£D V/ITH WEPvAGE MONTHLY REGISTER 5Y PERCENTAGE. 

GRAPH V 



58 



per cent., DeWitt Clinton comes next with an increase of 178 
per cent., then follow Washington Irving with 151 per cent., and 
Newtown with 100 per cent. To show relative efficiency in this 
direction is would be necessary to compare the rate of increase 
in the number of graduates with the rate of growth of the school 
as a whole. Figures for this study are not now available. How- 
ever, based on the registers of March and October of each year 
beginning with 1910, the most rapidly growing schools are : 

Newtown 64% 

Far Rockaway 62 " 

Washington Irving 55 " 

Commerce 54 " 

Curtis ' 54" 

It will be noted that the only schools in this list which also 
appear in the former are Newtown and Washington Irving. 
Whatever else may or may not be true, it is clear that Stuyvesant 
and DeWitt Clinton High Schools have made very gratifying 
progress in the task of holding their pupils. 

A study has been made of the success of pupils in the graduat- 
ing classes. It seems entirely safe to assume that a pupil who 
remains in the school four years hopes to graduate ; he certainly 
should hope to do so. Graf VI shows the relative success of 
members of graduating classes in the three year courses, as com- 
pared with the success of members of graduating classes in four 
year courses. It would appear that if a fourth year in school has 
real value to a high school student, success after four years ought 
to be better than after only three years. A glance at Graf VI, 



60% 



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s 





































PERCENTAGE OF CLASSES GRADUATED 

Fr\0M JAN. I^/I TO JUNE 1^/4 
3 YEAR COUR5E5. 4 YEAf\ C0UK5£5 M 

GRAPH VI 



59 




JAN.15II JUNE! JAN.J^IZ JUNE JAN. 1513 JUNL JAN.IJH JUNE 



SUCCESS OF GRADUATING CLASSES -ALL COUPES. 
GF(APH VI! 



60 

however, shows the reverse to be true.* Graf VII shows vividly 
the large number of failures. Here is a condition which ought to 
be studied with care, and attacked with vigor, when the difficulty 
or difficulties are known. A failure of approximately twenty 
per cent, of the candidates for graduation is certainly not satis- 
factory to anybody. 

The table found on pages 61 and 62 gives the statistics for 
the eight most recent graduating classes, from January, 1911, to 
June, 1914. This table furnishes interesting material for study. 
Neither Morris nor Wadleigh is the largest high school, although 
both are large ; but it will be noticed that the latter has had the 
largest number of candidates for graduation in the general four 
years' course, while the former has graduated the largest number 
from that course. 

Classes numbering less than twenty-five or thirty are supposed 
to have, and generally do have, certain advantages over larger 
classes. On this basis, eliminating from consideration, for the 
moment, schools having less than 200 graduates in the eight 
classes under consideration, it appears that the following schools 
have the best records : 

FOUR YEAR COURSES. 

1. Specialized. 

Stuyvesant 89 per cent 

Commerce 86 " " 

Manual Traniing 84 " " 

2. General. I 

Boys 86 per cent. 

DeWitt Clinton 86 " " 

Girls 86 " " 

Eastern District 84 " " 

Morris 84 " " 



* I doubt the validity of Mr. Bardwell's reasoning. He is comparing 
two essentially different things — a four years' academic course and a three 
years' commercial or technical course. Graduation from the former is 
considerably more difficult than from the latter. — City Superintendent. 



61 



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63 



THREE YEAR COURSES. 

Eastern District 91 per cent. 

Washington Irving 87 " " 

Morris 84 " " 

This comparison should not detract in the least from the very 
excellent records of the Far Rockaway and Flushing High 
Schools, nor from those of the Bushwick and Julia Richman High 
Schools in the brief periods of their existence. 

Dr. Meleney's work as Chairman of the Committee on High 
Schools and Training Schools of the Board of Superintendents 
during the past year has been most helpful. He has studied many 
of the important problems confronting the high schools carefully 
and intelligently, and has already done much which had waited 
too long. The outlook for the coming year is most encouraging. 
Both official and personal relations have been alike pleasant and 
helpful. 

EXAMINATIONS. 

Both State and local examinations for promotion in and gradu- 
ation from high schools and State examinations for admission to 
training schools have been held as in former years. A change in 
the form of tables showing the results of these examinations is 
under consideration, in the hopes that a form more convenient 
for reference may be devised. The percentages of success in 
each subject have been added to the tables this year. 

TABLE SHOWING RESULTS OE THE REVISION COMMITTEES. 





No. 


of Papers 


Ni 


d. of Papers 


Percentage of Papers 


Date 


Sent to Office 




Raised 


Raised 


1914 












January . 




. 376 




58 


15.4 


June .... 




635 




156 


24.5 


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1,011 




214 


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School and Subject 




GROUP III 

Science, Biolegy, Adv. 
DeWitt Clinton... 






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132 



GRADUATION FROM HIGH SCHOOL. 



The following table shows the record of the various graduating classes 
of the high schools of the city : 



FOUR YFAR COURSES 

January- 
High Schools Candidates Graduates 

Bay Ridge 3 3 

Boys 93 93 

Bryant 22 20 

Bushwick 15 14 

H. S. of Commerce. 62 51 

Curtis 25 25 

DeWitt Clinton 154 135 

Eastern District 110 98 

Erasmus Hall.. 191 134 

Far Rockaway 4 3 

Flushing 12 12 

Girls 219 156 

Jamaica 42 32 

Manual Training... 120 98 

Morris 192 165 

Newtown 23 20 

Richmond Hill 30 23 

Stuyvesant 80 68 

Wadleigh 210 157 

Washington Irving. 109 76 



1,716 



1,383 

82< 



June 


Candidates 


Graduates 


28 


17 


118 


116 


41 


37 


36 


36 


87 


80 


63 


60 


307 


268 


137 


122 


262 


199 


17 


17 


43 


39 


215 


206 


66 


51 


167 


161 


244 


212 


57 


48 


36 


34 


188 


185 


248 


188 


173 


80 


2,533 


2,156 




.85% 



133 



graduation from htgh school — Continued. 



THREE YEAR COURSES 

January 

high schools Candidates Graduates 

Bryant 3 3 

Bushwick 53 45 

Commercial 127 88 

Curtis — — 

Eastern District 70 66 

Far Rockaway 2 2 

Flushing 2 1 

Jamaica 18 9 

Julia Richman — — 

Morris 45 37 

Newtown 14 12 

Richmond Hill 5 4 

Washington Irving. 332 239 



671 



506 

75% 



June 


Candidates 


Graduates 


19 


4 


89 


80 


30 


30 


11 


11 


69 


57 


3 


3 


2 


1 


21 


11 


117 


101 


64 


59 


16 


13 


12 


10 


308 


277 


761 


657 




86% 



134 



TABLE SHOWING ADMISSION TO TRAINING SCHOOLS. 



January 

Number Number Number 

Applicants Admitted Refused 

High School 

Manhattan 

Schools other than 

New York City H. S.. 4 1 3 

Wadleigh 78 59 19 

Washington Irving 74 34 40 

The Bronx 

Morris 58 39 19 

Brooklyn 

Schools other than ' 

N. Y. C. High Schools. 48 28 20 

Bay Ridge — — — 

Bushwick 4 3 1 

Eastern District 35 34 1 

Erasmus Hall 42 27 15 

Girls 123 102 21 

Manual Training 34 27 7 

Queens 

Schools other than 

New York City H. S.. 2 1 1 

Bryant 17 8 9 

Far Rockaway 2 1 1 

Flushing 8 6 2 

Jamaica 11 6 5 

Newtown 13 8 5 

Richmond Hill 12 7 5 

Richmond 

Curtis 11 8 3 

Totals 576 399 177 

69% 



Number 
Applicants 



73 



13 



June 

Number Number 
Admitted Refused 



22 


13 


9 


102 


72 


30 


101 


42 


59 



768 



54 



12 



19 



72 


28 


44 


4 


2 


2 


11 


7 


4 


46 


41 


5 


49 


35 


14 


149 


129 


20 


47 


37 


10 



2 


1 


1 


20 


14 


6 


1 


1 





10 


7 


3 


17 


9 


8 


20 


13 


7 


9 


7 


2 



1 



524 244 






135 



High School January June 

New York Training School for Teachers: 

Schools other than N. Y. City H. S 1 13 

Girls' High — 4 

Morris \ 39 52 

Wadleigh 59 70 

Washington Irving 32 36 

Total 131 175 

Brooklyn Training School for Teachers: 

Schools other than New York City H. S.. . 28 28 

Bay Ridge — 2 

Bryant — 3 

Bushwick 3 7 

Curtis 8 12 

Eastern District 34 41 

Erasmus Hall 27 35 

Girls 102 125 

Jamaica 1 1 

Manual Training 27 37 

Morris — 2 

Newtown — 3 

Wadleigh — 2 

Washington Irving 32 6 

Total 232 304 

Jamaica Training School for Teachers: 

Schools other than New York City H. S. . . 1 1 

Bryant 8 11 

Far Rockaway 1 1 

Flushing 6 7 

Jamaica 5 8 

Newtown 8 10 

Richmond Hill 7 7 

Total 36 45 

Grand Total 399 524 



Respectfully submitted, 

DARWIN h. BARDWELL, 

District Superintendent, 
Assigned to High Schools. 



• $ ; :■ ■ > - - : 






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